Identity From Variation: Representations of Faces Derived From Multiple Instances

Research in face recognition has tended to focus on discriminating between individuals, or “telling people apart.” It has recently become clear that it is also necessary to understand how images of the same person can vary, or “telling people together.” Learning a new face, and tracking its representation as it changes from unfamiliar to familiar, involves an abstraction of the variability in different images of that person's face. Here, we present an application of principal components analysis computed across different photos of the same person. We demonstrate that people vary in systematic ways, and that this variability is idiosyncratic—the dimensions of variability in one face do not generalize well to another. Learning a new face therefore entails learning how that face varies. We present evidence for this proposal and suggest that it provides an explanation for various effects in face recognition. We conclude by making a number of testable predictions derived from this framework.     

Disguising Superman: How Glasses Affect Unfamiliar Face Matching

Could a simple pair of glasses really fool us into thinking Superman and Clark Kent are two different people? Here, we investigated the perception of identity from face images with a task that relies on visual comparison rather than memory. Participants were presented with two images simultaneously and were asked whether the images depicted the same person or two different people. The image pairs showed neither image with glasses, both images with glasses, and ‘mixed’ pairs of one image with and one without glasses. Participants' accuracies, measured by both percentage correct and d′ sensitivity, were significantly lower for ‘mixed’ trials. Analysis of response bias showed that when only one face wore glasses, people tended to respond ‘different’. We demonstrate that glasses affect face matching ability using unconstrained images, and this has implications for both disguise research and authenticating identity in the real world. Copyright © 2016 John Wiley & Sons, Ltd.     

Christian Churches and the Prevention of Preadolescent Aggression and Violence in Puerto Rico: Regional Leaders’ Perspective

Journal of Religion and Health - Preadolescents’ involvement in religious congregations may serve as a distal protective factor against aggression. Interviews were conducted to...     

Intuitive Probabilities and the Limitation of Moral Imagination

There is a vast literature that seeks to uncover features underlying moral judgment by eliciting reactions to hypothetical scenarios such as trolley problems. These thought experiments assume that participants accept the outcomes stipulated in the scenarios. Across seven studies (N = 968), we demonstrate that intuition overrides stipulated outcomes even when participants are explicitly told that an action will result in a particular outcome. Participants instead substitute their own estimates of the probability of outcomes for stipulated outcomes, and these probability estimates in turn influence moral judgments. Our findings demonstrate that intuitive likelihoods are one critical factor in moral judgment, one that is not suspended even in moral dilemmas that explicitly stipulate outcomes. Features thought to underlie moral reasoning, such as intention, may operate, in part, by affecting the intuitive likelihood of outcomes, and, problematically, moral differences between scenarios may be confounded with non‐moral intuitive probabilities.     

The effect of motive-goal congruence on adolescents’ academic goal engagement and disengagement

Motivation and Emotion - Academic achievement is an important developmental goal during adolescence. Two independent factors involved in academic motivation are implicit motives and explicit goals....     

Six-Letter Words

Journal of Medical Humanities -     

The practice of using makeup: A consumption ritual of adolescent girls

The consumption of makeup by teenage girls may represent a ritual critical to the rite of passage to adulthood. To explore this issue, depth interviews were conducted with 25 teenage girls in France, ages 14–18 years, about their makeup use. The data in this exploratory study suggest that putting on makeup is a ritual that plays a critical role for adolescent girls separating from their childhood and transitioning toward adulthood. Evidence of ritual dimensions (repetition, symbolic, codification, and dramaturgy) was found. The data further suggest that the traditional rite of passage associated with primitive societies is useful in identifying ritual teenage girls' makeup consumption in modern society, although with some differences. Copyright © 2012 John Wiley & Sons, Ltd.     

Embodied Reflection in Mindfulness-Based Cognitive Therapy for Depression

The prime objective of this study was to explore an initial operationalization of embodied reflection in mindfulness-based cognitive therapy (MBCT). The concept of embodied reflection, derived from a phenomenological frame of reference, is presented. The implications of an embodied reflection perspective for understanding how body awareness in MBCT fosters therapeutic change are discussed. This article presents the results of a small-scale exploratory qualitative study illustrating processes of embodied reflection for different subgroups of MBCT participants. The analysis suggests that different subgroups are able to harness body awareness in different ways depending on their precourse strategy for avoiding emotional experience. It is proposed that further exploration and refinement of the processes of embodied reflection will enhance clinical practice and treatment outcomes.     

The figural problem solving and problem finding of professional and semiprofessional artists and nonartists

The processes of finding a solution to a stated problem and those employed in formulating a problem prior to determining a solution strategy are implied by the behaviors observed in the manipulation of figural symbol systems. Sixty adult participants agreed to be videotaped while given two measures of spatial visualization, a figural problem‐solving activity, and two games which required defining a problem prior to producing a result. When groups, defined by their experience in producing ideas in art, were compared, traditional quantitative measures of performance yielded few significant differences. However, multivariate analyses of the observed qualitative variables resulted in significant differences. Theoretical and educational implications are discussed.